EDET 678 Emerging Technologies with Aleta May
Week Six Initial Blog
Presently, coding is a part of the many apps we use daily, and the uses include “thermostats, cars and just about every device we own” (Sehringer, M., 2016, p. 2). Therefore, knowing how to code is a pathway to understanding the operations of a computer app. Sehringer makes a really important point about how coding may soon not even be the best way to build apps; further stating that “we need to remove code—and all its complexity” (p.3). I agree with the idea that what seems so important today will be exchanged for the next disruptive technology tomorrow. But think about how the Programming Interface: Scratch can be used by students to integrate digital story telling for a science concept, by explaining the problem in a series of scenes or through a how-to video , both based on pre-drawn storyboards that allowed students to pre-plan where animation or restrictions in development would come in when applying code (Hansen, Iveland, Dwyer, Harlow, & Franklin, 2015). The students become problem solvers when they apply coding across the curriculum. They have to define and delimit the problem (constraints of coding and assignment demands—like how many characters and scenes will be in the story), develop multiple solutions and optimize the solotion by identifying failure points (Hansen, et al., p. 61). The grading rubric would include computer science and content knowledge.
According to Welcome (2015) “coding is the language this generation speaks. . . ) (p. 26). Coding also encourages discovery and collaborating to solve problems. Most students are motivated to use coding in their school assignments. Coding coursework prepares students for college-level courses and jobs (Shueh, 2014). I believe all 50 states should allow high school students to use computer science courses for math or science credits toward graduation—and embed it along the way. This is a class in how to create technology, this is very different from just using computers.
Since a student’s day can be so filled with required curriculum standards and coursework, (Guest Author, 2015), the answer is to hybrid courses—“replace your math class with a math/CS hybrid class” (p. 2). We are already going this route when we declare that every teacher is a reading/writing teacher in every subject area. I agree that along with this, we need to embed the language of the day—computer coding.
I am opposed to not adding coding into the curriculum after reading all the literature as to how much a part of our students’ lives computer science really is. Therefore, the cons are impossible for me to find.
3 Reasons coding should be a core subject by Guest Author, September, 29, 2015 From Getting Smart. Retrieved 6-20-16: http://gettingsmart.com/2015/09/3-reasons-coding-should-be-a-core-subject/
Twenty Resources for Teaching Kids How to Program & Code by Severine Baron, Feb 20, 2014 Retrieved 6-20-16: http://www.apartmenttherapy.com/20-resources-for-teaching-kids-how-to-program-code-200374
Should we really try to teach everyone to code? Sponsor Content: Gottfried Sehringer, Mendix WIRED: Retrieved 6-20-16 http://www.wired.com/insights/2015/02/should-we-really-try-to-teach-everyone-to-code/
Hansen, A. K., Iveland, A., Dwyer, H., Harlow, D. B., & Franklin, D. (2015). Programming digital stories and how-to animations: Computer science and engineering design in the science classroom. Science and Children, pp. 60-64.
Harrell, M. (2015, 17 March). Add coding to your elementary curriculum . . . right now. Edutopia.
Shueh, J. (2014, 25 June). Advocacy groups push coding as a core curriculum: Students must learn how to create technology to prepare for a computer-driven workforce.